The aim of this study was to examine the effect of exercise motivation on individual and social responsibility levels among early adolescents. The research was conducted using a correlational survey design, one of the quantitative research methods. The study sample consisted of 297 adolescent students enrolled in schools in Kahramanmaraş during the 2025–2026 academic year and selected through a convenience sampling method. Data were collected using a Personal Information Form, the Exercise Motivation Attitude Scale, and the Individual and Social Responsibility Scale. Descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson correlation analysis, and linear regression analysis were employed for data analysis. The findings revealed significant gender-based differences in the “Positive Perspective and Health” and “Physical Appearance and Health” sub-dimensions of exercise motivation in favor of male students, whereas no significant differences were found in the “Negative Attitudes and Thoughts” dimension or in individual and social responsibility levels. No significant differences were observed in exercise motivation or responsibility levels according to income level. Students who regularly participated in sports demonstrated significantly higher scores in the positive dimensions of exercise motivation as well as in individual and social responsibility compared to their non-participating peers. Correlation analysis indicated positive and significant relationships between all dimensions of exercise motivation and individual and social responsibility. Furthermore, regression analysis showed that exercise motivation was a significant predictor of individual and social responsibility. Among the sub-dimensions, “Physical Appearance and Health” emerged as the strongest predictor of responsibility levels. In conclusion, exercise motivation appears to be an important psychosocial factor that supports the development of individual and social responsibility among early adolescents. Interventions and programs designed to enhance exercise motivation and encourage regular participation in physical activity may contribute positively to the development of responsible behaviors during adolescence.
The purpose of this study was to examine the effects of basic psychological needs (autonomy, competence, and relatedness) on attitudes toward physical activity among early adolescents. The study was conducted using a correlational survey design within the framework of quantitative research methods. The study sample consisted of 315 early adolescents enrolled in schools in Kahramanmaraş, Türkiye, during the 2025–2026 academic year, who were selected using a convenience sampling method. Data were collected using a Personal Information Form, the Basic Psychological Needs in Physical Education Scale, and the Physical Activity Attitude Scale. Statistical analyses were performed using SPSS software. The findings revealed positive and statistically significant relationships between basic psychological needs and attitudes toward physical activity. Significant positive correlations were identified between the total physical activity attitude score and autonomy (r = 0,230), competence (r = 0,217), and relatedness (r = 0,147). Regression analyses demonstrated that autonomy and competence significantly predicted the health dimension of physical activity attitudes. Furthermore, students who participated in sports exhibited significantly higher levels of both physical activity attitudes and basic psychological needs than those who did not participate in sports. Regarding gender differences, male students reported significantly higher physical activity attitudes, as well as higher autonomy and competence levels, compared with female students. In conclusion, the satisfaction of basic psychological needs plays an important role in fostering positive attitudes toward physical activity among early adolescents. In particular, supporting adolescents' autonomy and competence appears to be a key psychological factor for promoting engagement in physical activity. Accordingly, physical education teachers, coaches, and educational policymakers are encouraged to prioritize practices and interventions that support adolescents' basic psychological needs in order to enhance their participation in physical activity.
This study aimed to examine the relationship between participation in recreational physical activity and university students’ academic self-efficacy and stress management using a correlational survey model. Data were collected through a personal information form developed by the researchers, the Academic Self-Efficacy Scale, the Perceived Stress Scale Short Form, and the Physical Activity Participation Motivation Scale. The instruments were administered online via Google Forms, and participation was voluntary. A total of four hundred eighty-one students participated in the study. Prior to analysis, univariate outliers were identified using Z-scores and boxplot analyses; nine questionnaires were excluded, and the analyses were conducted on the remaining four hundred seventy-two cases. The data were analyzed using the SPSS statistical software package, and parametric statistical methods were employed. The findings indicated that students demonstrated high levels of academic self-efficacy, moderate levels of perceived stress, and high motivation to participate in physical activity. Furthermore, demographic variables such as age, gender, housing status, and reasons for engaging in recreational activities had limited yet statistically significant effects on the examined psychosocial variables. Overall, the results highlight the role of recreational physical activity in supporting students’ academic competence and psychological well-being and emphasize the importance of participation-oriented practices in higher education institutions.
Sermin Ağralı Ermiş, Ebru Dereceli, Volkan Cindemir et al.· International Journal of Rec...· 0 citations
The primary objective of this study is to examine the mediating role of hope in the effect of adolescents’ perceived sources of social support (family, friends, and teacher support) on their future expectations. A correlational cross-sectional model was used in the study. The study sample consisted of 643 high school students enrolled in the Eastern Anatolia Region during the 2025–2026 academic year, selected using a convenience sampling method. Research data were collected using the Personal Information Form, the Comprehensive Hope Scale, the Adolescent Future Expectations Scale, and the Revised Perceived Social Support Scale. The data analysis was conducted using analyses of differences in demographic variables and a path analysis model established using the observed variables. The findings revealed that levels of hope and future expectations showed significant differences based on certain demographic variables. Furthermore, it was determined that perceived support from family, friends, and teachers significantly and positively influenced adolescents levels of hope, while levels of hope significantly and positively predicted future expectations. The path analysis revealed that hope plays a mediating role in the relationship between perceived support from family, friends, and teachers and expectations for the future. The research findings highlight that strengthening adolescents’ levels of hope and supporting their social support resources are of critical importance in helping them develop positive future expectations. It is believed that these findings will make significant contributions to protective and preventive practices in the field of psychological counseling and guidance.
Aim The aim of this study is to investigate the impact of social media addiction on recreation anxiety in individuals. Methods This research was conducted using the descriptive survey model, one of the quantitative research methods. The study was carried out with 399 volunteer adult participants (160 males and 239 females) living in Çanakkale, selected through the convenience sampling method based on voluntary participation. While descriptive information was collected via a personal information form, social media addiction data were obtained using the 7-item, single-dimensional ‘social media addiction’ scale. Recreation anxiety data were gathered using the ‘recreation anxiety’ measurement tool, consisting of 25 items and 6 sub-dimensions. After conducting normality, validity, and reliability analyses of the data, the established theoretical model and hypotheses were tested using the Structural Equation Modeling (SEM) method. Results As a result of the Structural Equation Modeling, all hypotheses were found to be significant (p < 0.001). The findings indicate that the strongest impact of social media addiction is on “responsibility anxiety,” a sub-dimension of the recreation anxiety scale. Furthermore, the results reveal that social media addiction creates wide-ranging effects on an individual’s psychological, physical, and cognitive processes. Conclusion It is concluded that individuals’ social media addiction has a statistically significant impact on their recreation anxiety.
Ramazan Özavci· Frontiers in Psychology· 1 citation
Decision-makers in most countries are recognizing the importance of sports in education. Sports are important because they help improve a person's performance at both the individual and professional levels. Despite this established importance, the specific explanation for how these psychological factors jointly influence educational attainment among sports students remains insufficiently articulated in existing literature. This study investigates how sports psychology enhances educational attainment through the integration of goal setting, self-motivation, self-esteem, self-autonomy, and self-confidence. A quantitative research design and a purposive sampling technique were used. The study's respondents were KSA-based students who participated in sports. The researcher distributed 350 questionnaires to KSA students. The number of usable questionnaires was 242, with a response rate of 69.14%. The instrument's reliability was greater than 70%. Structural equation modelling in AMOS was used to analyze the data. The results of the study demonstrated the positive effects of goal setting, self-esteem, self-autonomy, and self-confidence on self-motivation. Self-esteem had a significant positive effect on self-motivation (
β
= 0.88,
p
≤ 0.01). Similarly, self-autonomy (
β
= 0.35,
p
≤ 0.01), goal setting (
β
= 0.36,
p
≤ 0.01), and self-confidence (
β
= 0.58,
p
≤ 0.01) had significant positive effects on self-motivation. Self-motivation positively influences educational attainment (
β
= 0.68,
p
≤ 0.01). The measurement model exhibited high reliability because all model fit indices met the necessary standards (CFI = 0.92, RMSEA = 0.02, and CMIN/DF = 1.25). Results also showed a significant mediating role for motivation and a moderating role for self-efficacy. These findings are vital for policy developers and strategists, enabling them to focus on students' psychological motivational traits to improve their academic performance. In this study, a cross-sectional research design was used; future research may include a longitudinal study or a cross-cultural or cross-country analysis.
Jawad I. Ali, O. Saoula, Abderrahim Benlahcene et al.· Frontiers in Education· 0 citations
This study examined the relationship of motivation and social support with the academic performance of high school student-athletes in a public national high school located in a rural municipality of Cebu Province during the School Year 2023–2024. Specifically, it investigated the levels of intrinsic and extrinsic motivation, the degree of social support, and their association with the respondents' academic performance. The findings served as the basis for developing a psycho-social intervention plan to assist student-athletes in balancing academic responsibilities, athletic commitments, and other personal demands. A quantitative correlational research design was employed using a structured survey questionnaire to measure motivation and social support, while the respondents' first-quarter academic grades were used to determine academic performance. Data were analyzed using frequency count, percentage, weighted mean, and the Pearson Product-Moment Correlation Coefficient. The results revealed that extrinsic motivation was significantly associated with the academic performance of student-athletes, indicating that external factors such as recognition, rewards, encouragement, and expectations positively influenced their academic achievement. Conversely, intrinsic motivation and social support showed no statistically significant relationship with academic performance. Based on these findings, the study recommends the implementation of the proposed psycho-social intervention plan to strengthen student-athletes' capacity to effectively manage their dual roles and sustain satisfactory academic performance. The intervention may also provide schools with a structured framework for supporting the holistic development of student-athletes.
Jefrey D. Bubuli· International journal of res...· 0 citations
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